How does implementing social emotional learning impact self-regulation in the classroom?

Heather Rodning


Seminar Title


How does implementing social emotional learning impact self-regulation in the classroom?


Concept/Strategy

Focus of the Research


Social Emotional Learning


Grade Level

Research Was Applied


Kindergarten


Relevant Grade Level

Connections


Elementary


Discipline

Where Research Was Applied


Other


Additional Discipline Areas

I see Application to


Special Education


Invitation/Commercial


Have you noticed a change in your student’s self-regulation and emotional regulation in recent years? Students that are having a harder time focusing, keeping their bodies in control, and managing their feelings. What is causing these changes - kids diet, technology, broken homes? Or, is it how our current educational system is set up? Are we expecting more out of kids than they can handle? Join us for a conversation around these issues and what we can do to help kids be successful in school.


Abstract


The question guiding my research is as follows: How does implementing social emotional learning impact self-regulation in the classroom? In the past few years of teaching I have noticed a decline in student’s ability to manage their body and emotions. Knowing how valuable and limited time is, I wanted to make sure that social emotional learning has a positive influence on students. A review of the literature supported that teaching social emotional learning not only impacts self-regulation, but has a positive influence on a child’s all around academic performance. As a part of my literature review I looked at how social emotional learning impacts self-awareness, self-regulation and emotional regulation with an increased interest in self-regulation. I chose to implement the social emotional curriculum Zones of Regulation by Leah Kuypers. It came recommended by co-workers and it is easy to follow, has a zip drive with printable materials and it is developmentally appropriate for elementary students. Through my action research I implemented 18 social emotional learning lessons from the Zones of Regulation Curriculum. I had the students fill out a pre implementation self-assessment on social emotional skills and I filled out the same survey for each student after 4 weeks of school. The students and I completed the same self-assessment post implementation. I also choose 3 of my students who showed little self-regulation during the first 4 weeks of school to do observations on. I had my paraprofessional do the pre and post observation during 2 different time periods. My paraprofessional did a total of 5 observations pre and post implementation. The data that I collected in the self-assessment done by the students, the survey that I completed on the students and the observations all showed an increase in self-regulation. As a result of my action research having a positive influence on my students I will continue to implement and have the students practice social emotional learning in my K/1 classroom.